Note: This micro-credential is currently only open to educators in the Milwaukee pilot program
The educator selects an educational problem based on classroom data to generate a research question. The educator then engages in a literature review of the problem, and develops and implements a research design that will yield data, which, when analyzed, offers responses to the question and improves classroom practice.
High levels of student learning rest on a teacher’s ability to teach effectively, with full knowledge of the standards of success expected of students at each grade level . Although this key relationship is codified in local, state, and national education policies, recent efforts have intensified the definition of teacher effectiveness, the tools by which it is measured, and the standards of success. Nowhere is this more obvious than in the current demand that school districts across the country identify effective teachers using student learning measures and link professional growth to increases in student achievement.
Action research is one method for marking and charting professional growth linked to student learning. In Wisconsin, action research offers a means of identifying and providing evidence of Professional Practice Goals (PPGs) and Student Learning Outcomes (SLOs), as required by your Educator Effectiveness Plan.
 See for example, Banks et al. (2005); L. Darling-Hammond (2010); Hirsch, Koppich, & Knapp (2001); Monk (1994); Sanders & Rivers (1996); Zumwalt & Craig (2005).
*Note: The “Learning Opportunities” are from the Milwaukee Master Teaching Program. If you would like to take advantage of that learning opportunity and are not part of the program, please check back later on this micro-credential for video recordings of the sessions.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact submitted for Part 2.
Response may be written or provided through a video.
To earn this micro-credential, please submit the following:
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